DOCUMENT RESUME

ED 368 275 HE 027 291

TITLE Educational Exchange and Global Competence.International Conference on Educational Exchange(46th, Washington, D.C., November 1993).

INSTITUTION Council on International Educational Exchange, NewYork, N.Y.

PUB DATE Nov 93NOTE 21p.

PUB TYPE Collected Works Conference Proceedings (021)

EDRS PRICE MFOI/PC01 Plus Postage.DESCRIPTORS *Educational Change; Educational Quality; Global

Approach; Government Role; Higher Education;International Education; Language Proficiency;*Multicultural Education; Study Abroad

ABSTRACTThis booklet presents the highlights of the 46th

International Conference on Educational Exchange including the textsof three speeches given at the Conference. Conference sessionsaddressed global competence from the perspective of internationalexchanges, various professions, and the formal educational system, aswell as the relation of global competence to general education forcitizenship, diversity and multiculturalism, the training ofspecialists and teachers, and language studies. The firstpresentation by Richard D. Lambert, Director Emeritus of the NationalForeign Language Center, examined five components of globalcompetence: knowledge, empathy, approval, foreign languagecompetence, and task performance. This was followed by a presentationfrom Richard Riley, U.S. Secretary of Education, that brieflyhighlighted government's role in fostering international educationand acknowledged the efforts of the Council on InternationalEducational Exchange in developing international understanding beyondthe traditional European nations. The final presentation wasdelivered by Charles J. Ping, Fvesident of Ohio University. Itfocused on international education and educational change from theuniversity's perspective. (GLR)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document.*

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BOARD OF DIRECTORS

Honorary ChairHon..I.W. FulbrightU.S. Senate. Arkama% iRet

Charles PingChairPresident

Ohio Univerats

Joyce RandolphVice Chair

DirectorInternational PmeramsUniversity of Penns\ 1 \ .I111.1

Andrew BlairTreasurer/Vire ( hairDirectorInternational Business t cocciUniversity of Pittsburch

William Cressey

Secretary

Director

International ProcramsGeorgetown Uniscrsits

Ronald BellPresident

Shoreline Communay

Leon E. BoothePresidentNorthern Kentucky ersits

Kathleen Bowman

Vice Provost for InternationalAffairs

University of Orepm

Blaine BrownellProvost and Vice President tot

Academic /MausUniversity of ?slorth !etas

Stephen BurmanDirectorNorth A mencan Pnwrammes

'inserstiv cit Susse%

Holly CarterAssociate l)eanInternational I:titivationNorthenstetn t niserNity

Alice ChandlerPresidentState University of Ness lock at

New Paltz

S. Marshall CohenInterim Dean

College of Letters. Arts ariaSciences

University of Southern Calilorma

Hong de WitDirectorOffice of Foreign Relation,University of Amstenfain

Mary Anne FlournoyAssociate Director

Center for International stitilic.Ohio University

Margery GanzDirector of Study AbroadSpelnian College

Frederick HumphriesPresidentFlorida A&M University

J. Rodney HurdPresidentCanadian Universities Trasel

Service Ltd.

Karen JenkinsDirectorof International and

Off-Campus Studies

St. Olaf College

David MaxwellDirectorNational Foreign Language

Center

John McFaddenBenjamin E. Mays Professor

Department of EducationalPsychology

l'mversity al South Cat olina

Donald NelsonDirectorInternational Education Services

MIAMI University

3

moo. Rlsk-FlnneDirector

study Abroad Programsfens A & M University

!trends Robinsonstate Univeraity Dean

memational Education'alifornia State University

Ivan, ROMO de I. Roos'oordinator of International

Programsmversity of Houston System

Sheila SpearOirector

bitemational Student andScholar Services

'tuversity of Wisconsin atMadison

Wlehit Sriaa-anPermanent SecretaryMinistry of University Affairs

Thailand

Michael StohlI tean of International Programs

Purdue University

Jon M. StrolleDean of Luguage StudiesMonterey Institute of

Internatiortal Studits

Richard J. WoodPresident

Earlham College

Robert Woodburytanner ChancellorI'mversity of Maine System

EXECUTIVE STAFF Table of Contents

Jack EglePresident - Executive Director

Pierre BaudryDirectorJapan

Victoria CadarsoDirector

Spam

Hans M. FlipseComptroller

RemarksKurt Gamerschlag

Director Richard W. RileyGermany

Highlights

Awards

Remarks

Richard D. Lambert

Guy HaugDirectorEurope

Joseph M. HickeyDeputy Executive Director

Per HoffmannDirector

'ouncil Travel Europe andCouncil Charter

Edith S. Katz....sistant Executive Director

tor External Affairs

Z. Henry Rayoni hrector. International

Products and Marketing

Margaret Shibavosistant Executive Director

Damon B. SmithI )eputy Executive Director

Rebecca J. SpRzmillerInterim Director

Italy

Alexander G. ThomasDirector

Council Travel USA

Gerry ThompsonDeputy Executive Director

Richard W. Vaccaros.w.tant Executive Director

Michael WoolfI Vector

t 'tined Kingdom

Educating for Global Competence: A New Agenda

Charles J. Ping

CIEE gratefully acknowledges the support provided by theGerman Marshall Fund for the organization of this conference.

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page 6

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page 15

page 17

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CIEE's 46th InternationalConference on EducationalExchange was held Novem-ber 2 4. 1993, at the Omni

Shoreham Hotel in Washington. D.C.The conference had as its theme "Edu-cational Exchange and Glob,11 Compe-tence" and was attended by over 400participants.

Many of the sessions were devotedto aspects of the theme, which was thesubject of the landmark report byCIEE's Advisory Council for Interna-tional Educational Exchange. Educatingfor Global Competence, in 1988. Thereport reviewed the state of educationalexchanges and made recommendationsfor the future, both for the field and forGEE, but did not fully define the term"global competence."

Joseph Duffey. Director of the

United States Information Agency, inhis videotaped address to the opening

s of the National Foreign Language Center and Chair of theEmentus. Deutscher Akadenuscher Austauschdienst. spoke at

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Jack Egle. President-Executive Director ofCIEE discussed the need to define globalcompetence in the opening plenary

plenary, stated that "Nothing is morecentral to the mission of the UnitedStates Information Agency today thanthe endeavor to refine and shape. in thepopular language of the day 'reinvent,'educational exchange, so that it maybetter serve to further international dia-logue. Likewise, the effort to define andfoster 'global competence' is a worthygoal essential to improving interna-tional understanding, especially today.but also for future generations."

In his remarks, Richard D. Lambert.Director Emeritus of the National For-eign Language Center and Chair of theconference, made the first attempt at de-fining global competence by saying"We have in mind a kind of mellowedpatina that marks the civilized person. asalubrious personal growth that is uni-dimensional, cumulative, irreversible.

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recognizable. and measurable.... We notonly believe we know what global com-petence is when we see it. but also thatwe can create it."

Jack Egle, President-Executive Direc-tor of CIEE, described the reasons fordefining these terms in his remarks atthe opening plenary. "It is our hope thata clear definiton of global competencewill bring a sharpness of focus to our ef-fort to realize it and enable us to articu-late standards for global competencethat will contribute to our ongoing effortto internationalize our educational insti-tutions and our society as a whole."

Karl Roe !offs, Director Emeritus.Deutscher Akadcmischer Austauschdienst .remarked in his speech at the openingplenary that "it is important that our sys-tems of educating aim at promoting'global competence'," which he defined

CL. Shama, Senior Special Advisor andPeputv Direaor General. UNESCO. spoke onthe issue ot U S membership in UNESCO

as "fostering knowledge and expertise.empathy and understanding, favorable-ness and realization of responsibilityamong the next generation of graduatesfor all parts of the globe.... All regionsof the world are prospective importantmarkets and partners in a policy tomaintain conditions that are conduciveto peaceful cooperation.

Discussing the future role of globalcompetence in her remarks at the clos-ing plenary, Nancy Cole, ExecutiveVice President. Educational TestingService, called it "a concept with poten-tially enormous impact for all of us,with implications for student learningduring school years; for our businessand work lives; and for our internationalinteractions, be they social, cultural.governmental, or business."

In a speech given at the closing ple-nary, Charles J. Ping, President of OhioUniversity and Chair of die CIEE Boardof Directors, remarked that the goals ofthe conference were worthy because"Internationalization' and 'global com-petency' arc now in fashion, and there-fore, as terms, are at risk. But the subjectis too important to be surrendered to theoblivion of meaning everything and,therefore, nothing."

Sessions addressing the theme exam-ined global competence from the per-spective of international exchanges,various professions. and the formal edu-cational system, while others focused onits relation to general education for citi-zenship, diversity and muhiculturalism.the training of specialists and teachers,and language studics.

Another session was devoted to con-tinuing the discussion of broadening thebase of participation in internationaleducation, which was the theme ofCIEE's 43td annual conkrence in 1990

Nancy Cole. Executive Vice President.Educattonal Testing Service, talked about therole of assessment in defining 'globalcompetence' in her remarks at the closingplenary.

and a key recommendation contained inEducating for Global Competence.

Other sessions dealt with more spe-cific issues affecting exchanges. such asthe impact of new technology on studyabroad, international internships. struc-tures and infrastructures of exchanges,and the cultural context of language in-struction.

Speakers at the conference includedLee Huebner, Publisher, InternationalHerald Tribune; Morton Kondracke, po-litical columnist and Senior Editor ofRoll Call magazine; Richard W. Riley,U.S. Secretary of Education; C.L.Sharma, Senior Special Advisor andDeputy Director General, UNESCO;Donald Stewart, President, The CollegeBoard; and Rep. Esteban Torres (1130 Cal.).

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Four recipients of the Awardsfor Service were honored fortheir contribution to the fieldof international educational

exchange at the annual awards lunch-eon, held November 3. The awards werepresented by David Larsen, Vice Presi-dent and Director of the Center for Edu-cation Abroad at Beaver College.

The award for Outstanding Contribu-tion to International Educational Ex-change was bestowed posthumously onStanislav Petrovich Merkur'ev. formerRector of St. Petersburg University.

Before his death in May 1993.Merkur'ev played a major role inopening Russian higher education tocloser cooperation with the West. andwas instrumental in the establishment

It

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President and Director. Center for Education Abroad. Beaverunve Director. CIEE Front row from left: award recipients

3. Batley Ill): Mary Thompson. former Director. l'AfCACerych. Consultant and former Director. European Institute ofnu/a Verbuskaya. Acting Rector of St. Petersburg Universityfroilch Merkur'ev)

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of nongovernmental organizations suchas the new Association of Russian Uni-versities. Merkur' ev's award was ac-cepted by Ludmila Verbitskaya. ActingRector of St. Petersburg University.

Ladislav Cerych, Consultant and for-mer Director, European Institute of Edu-cation and Social Policy, was honoredwith the Award for Research. Cerych'spublished work spans a wide variety oftopics in higher educational develop-ment and comparative education, and hehas played key roles in the developmentof the European Community's ERAS-MUS and TEMPUS student mobilityschemes.

Mary Thompson. former Director ofthe YMCA's Internaticoal Student Ser% -ice, received the Award for Service.Larsen praised Thompson for her manyears of distinguished service with In-ternational House in New York. FiskUniversity. and the International StudentService of the National Board of theYMCA.

The Award for Service was alsoawarded posthumously to Robert B.Bailey III. former Director of the Se-mester Abroad Program at the Univer-sity of Wisconsin at River Falls. Larsendescribed how Bailey founded the pro-gram at the University of Wisconsin andlauded his dedication, persistence, andeloquence as a member of CIEE's boardof directors in advocating increased par-ticipation by minority students in studabroad. Bailey made the first contribu-tion to what are now known as theRobert B. Bailey III Scholarships. whichare granted to minority students plan-ning to participate in an international ex-change program. and included an addi-tional $170,000 in his will for the schol-arship fund. Bailey's award was ac-cepted by his mother. Beatrice Bailey.

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Richard D. lambert. CIEE Conference Chair.welcomed participants to the 46thInternational Conference on EducationalExchanee

As chairman of this confer-ence. let me join in wel-coming you. As you cansee, this year there are two

different kinds of activities going on.First, there is a set of excellent panels

and workshops reporting on developmentsof current interest to the field. Second.there is a conference within a conference.You will find that we have scheduledthroughout the next several days panelsdealing with a particular aspect of our spe-cial theme of global competence.

I see this mini-conference as both anintellectual exercise and a celebration. Itis a celebration in that the topic thesepanels are addressing is what distin-guishes us as a field, what defines thegoal of what we do as a profession. Weare all, in our own way, attempting tocreate a global competence.

It is an intellectual exercise in that thepanels collectively will try to charac-terize and perhaps even begin to meas-ure what global competence is. We allfeel in our bones that there is a specialpersonal quality produced by interna-tional education, particularly overseasexperience.

Over the years it has been called"global awareness.- "a global perspec-tive,- or "cosmopolitanizatton. and wesort of know what we mean. We have inmind a kind of mellowed patina thatmarks the civilized person, a salubnouspersonal growth that is unidimensional,cumulative, irreversible, recognizable.and measurable.

Above all, it is subject to creation andnurture through the educational process.We not only believe we know whatglobal competence is when we see it,but that we can create it. The history ofthe past 40 years of international educa-tion has been directed to doing just that.

And yet, when we try to be more spe-cific about what we mean by the notionof global competence. it comes apart inour hands. For one thing. if we startfrom the perspective of the various partsof international studies, we may dis-cover that there is so little overlap be-tween what they are trying to producethat it makes no sense to refer to themall by the same term.

I am reminded of that cliched meta-phor about the five blind men all feelingdifferent parts of an elephant and pro-jecting what their hands tell them to de-scribe: five very differently-shapedanimals. I ask you to keep in mind thepossibility that the blind men wereright, there may hc no elephant.Global competence may not be singu-lar, but plural. It may not describe onething, but many separate things.

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In the next several days, variouspanels will approach the question ofglobal competence from the perspec-tive of a number of the separate tribeswithin international education: studyabroad, language. the practitioners ofvarious professions. those who preparepeople to engage in those professions, the

students of international relations, special-ists on particular world areas, and meas-urement specialists. When we put all ofthese together. we will take another lookat the singularity of global competence.

Another possibility is that what wehave in mind when we say "internationalcompetence" may be so vague andlacking in specificity that it defiesdefinition, let alone measurement. Inpart. this sloppiness of definition ischaracteristic of evangelical zealotsfeeling that we are fighting in the wil-derness against the overwhelmingforces of parochial barbarism.

I think, however, it is time we tem-pered our proselytizing ardor with a lit-tle more rigor. And no matter howmuch we hate scholasticism, since it isan intellectual game requiring more pre-cision and empiricism than we are usu-ally comfortable with, if we cannot evenbegin to answer the question of "what isit?" then we certainly can't measure itand perhaps "it" doesn't really exist inany meaningful sense.

As a start on this process. let me be-gin to parse "global competence." iotake it apart into some of its compo-nent.. As 1 try to do so. I w ill draw inthe distinctive frames ot reference otthe sarious international studies tribes.indicating how they tend to emphasueone or another ot the various frames 01

reterence At the end I will considerbriefly hether it is useful to think otthem collectively or individually .

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As I read the literature. I think Idistinguish five different componentsof global competence: ( I ) knowl-edge: (2) empathy: (3) approval:(4) foreign language competence:and (5) task performance. As we willsee, as they relate to international mat-ters. these are not the same thing. andthe different tribes of international stud-ies tend to emphasize one or another ofthese components. Indeed, there is littlesurvey evidence that indicates that theyare not highly correlated.

Knowledge

Americans frequently tell themselvesand are told by others that we are a paro-chial lot, ignorant of world geography .people and events. This self-definitionof parochialism is reinforced with greatregularity by: the periodic release of theresults of public opinion survey- show -ing that a large proportion of the popu-lation is ignorant ot some internationaltact. They comprise a genre I call the"dummkopf" surveys whose purpose isto document just how many dummiesthere are who will give the wrong an-swer on almost any conceivable topicTypical of such exposés are the resultsof a Gallup survey of 10.280 eighteen totwenty-five year olds in 10 countries forthe National Geographic Society in theSpring of 1988. It found:

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Despite heavy U.S. involvementin the Persian Gulf...75 percentof adult Americans surveyedcould not find the Gulf...most putit in the Red Sea. Mediterranean.Black Sea. or Indian Ocean.

No more than half of adult Amen-cans know that the Sandinistas

and Contras are fighting inNicaragua.

Only 55 percent could identifySouth Africa as the countrywhere apartheid is official gov-ernment policy.

About one-third could name fourof the 16 NATO-member na-tions, and another third could notname any.

Fewer than half know that mostU.S. immigrants today come fromMexico and Central America.

The National Geographic surveyfound Americans not only absolutely.but comparatively. ignorant. "Overall.the United States ranked below Sweden.West Germany. Japan. France. andCanada. and on a par with the UnitedKingdom. Only Italy and Mexicoscored lower:*

The implication of this, and the le-gion of other similar surveys, is that amajor component of global competenceis the possession of up-to-date. accurateinformation. But what kind of informa-tion, since the amount of factual knowl-edge about other societies that might belearned is nearly infinite?

One attempt to answer this questionIs illustrated in one of the most compre-hensive attempts to specify and measureglobal competence, then characterizedas "global awareness." Many of you arefamiliar with the massive national surveyof college freshman and seniors carriedout in 1981 by the Educational TestingService for Change magazine. It is in-structive to see what categories of infor-mation the researchers believed "werenecessary to global understanding" and

therefore should be part of the knowl-edge test.

As part of a 96-question battery,knowledge questions were asked aboutinternational aspects of: the environ-ment, food, health, energy, religious is-sues. arts and culture, distribution ofnatural characteristics, relations amongstates, war and armaments, human

rights. racial and ethnic issues, andpopulation. It will be noted that theseare not geographically-rooted topics butcross-cutting contemporary issues. Col-lege seniors got on the average about 50percent of the answers right. Some indi-cation of the grasp of American college

"...the topic these panels are ad-dressing is what distinguishes usas a field, what defines the goalof what we do as a profession.We are all, in our own way, at-femptint; to create a global Com-petence.

students of information that the surveydefined as minimal for global under-standing is contained in the frequency ofcorrect responses by subject matter.

Questions on I. Health. 2. Distri-bution of Natural Characteristics.3. Arts and Culture. and 4. Popu-lation elicited the highest levelsof performance in that order,while questions on Energy, Rela-tions Among States, and Relig-ious Issues elicited low levels ofperformance. Historical ques-tions were answered with con-siderably less success than werequestions having current con-tent, and social science content

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generally proved easier than hu-manities content. (p. 135)

The authors' general conclusion aboutthe information content of global aware-ness is summarized as follows: "Thedata from these...questions, however.demonstrate that even those Americanstudents who go on to college are sur-prisingly ignorant of some basic politi-cal, cultural, and geographic facts aboutthe world in which we live." It appearsthat a globally competent person mustbe able to bc a winner on the televisionshow "Jeopardy," answering correctlyall questions relating to anywhere out-side the Unita:I States.

The provisions of internationally-oriented substantive knowledge is a corepart of almost all aspects of internationaleducation. It is of overwhelming impor-tance in the training of advanced spe-cialists in one international specialty oranother. However, the domain of that in-formation tends to become rather nar-rowly defined, focusing on a sinele or afew countries or topics. and the earmarkof that specialty is the depth of the com-mand of that knowledge. There are threebasic tribes of academic internationalspecialists: experts in language and areastudies, experts in international rela-tions, and experts in a particular topi-cal area or sub-discipline such as in-ternational economics, demography, orart history.

The principal point of the trainingand the performance of these specialistsis the acquisition and creation of knowl-edge. Indeed, particularly on the human-istic end of the disciplinary spectrum,the more erudition on the topic or coun-try the specialist possesses. the better.On the social science end, it is the elegantcreation of new knowledge and insightsthat matters. but what distinguishes the

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area specialist from the general socialscientist is the depth of knowledge he orshe possesses about the area. And thelong-term trend in the training of aca-demic international specialists is theconstant narrowing of the topic or geo-graphic area to which the training or re-search relates.

The question that area studies bringsto the fore as we think about globalcompetence is whether depth of infor-mation about a particular corner of theglobe produces a more generalizableskill that may be called "global compe-tence," or does it produce only a verydiscrete competence that is not gener-alizable. Moreover, does area expertisenecessarily carry with it the psychologi-cal transformation implied by the termsempathy and favorableness, to which Inow turn.

Knowledge acquisition is also one ofthe major goals of study abroad, al-thoueh, as we shall see. not its primarygoal. Moreover, as a recent examinationof the pre-departure trainine materialsused by CLEE, the University of Penn-sylvania. and the Fulbright and NationalScience Foundation orientation pro-grams for students going to study in Ja-pan illustrates, what orientation pro-grams tend to focus on is factual knowl-edge about the country to be visited.

Empathy

I mean by empathy the ability of an in-dividual to psychologically put her orhimself into another person's shoes. Ininternational education we see empathyas transnational; in multicultural studieswe see it as transcultural, usually withspecific reference to U.S. based minor-ity populations. The section of interna-tional studies where the most impor-tant outcome is the production of

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transcultural cmpathy is study abroad.Crauford Goodwin and Michael Nachtstated it clearly:

The justification for the largestnumber of study abroad pro-grams today is that any exposureto a foreign environment duringone's formal education is betterthan none. Students will be facedoverseas with 'difference.' Thedefenders of this goal speak es-pecially of a personal metamor-phosis in those who partakeagestalt change that varies withthe individual, cannot be pre-dicted in detail, but is enor-mously important as an outcome.Students in this way become, it issaid, more mature. sophisticated.hungry for knowledge, culturallyaware, and sensitive. They learnby questioning their own preju-dices and all national stereo-types. They ask the meaning ofnational culture. Their horizonsare extended and they gain newperspective.

In recent years there has been a wide-spread interest in reifying and perhapsmeasuring this broadening process andspecifying more precisely the contribu-tion of student exchanges to its develop-ment of that competence. Note, for in-stance, a term used by Carol Saltzmandescribing the pre- and post-studyabroad orientation program at the Uni-versity of California at Los Angeles.She refers to "150% persons." These areindividuals who "understand. [empathy lfind value in, and have positive senti-ments (favorableness) toward both cul-tures. Such people are effective interact-ing with people of both cultures.

Other authors refer to such people as"multicultural persons." "mediating per-sons." and those having "intercultural

competence." While Saltzman uses theterm "150%" as a description of a kindof person. as the article makes clear shereally views 150% as the end product ofa process. stressing "the additive natureof biculturalism."

Th,: process she has in mind is onethat underlies almost all of Americanthinking about study abroad, indeed ofinternational education in general. It isessentially a stage or transformation the-ory by which an individual progressesfrom "ethnocentrism" defined as "as-suming that the world-view of one'sown culture is central to all reality" to"ethnorelativism." Since I will use thelatter term to refer to one of the generalgoals of international education it is use-ful to examine it a little more closely

Bennett defines it as follows: "Funda-mental to ethnorelativism is the assump-tion that cultures can only be understoodrelative to one another. There is no ab-solute standard of 'nghtness' or 'good-ness' that can be applied to cultural be-havior. Cultural difference is neithergood nor bad, it is just different. One'sown culture is not any more central toreality than any other culture, althoughit may be preferable to a particular indi-vidual or group."

Alone the personal pilgrimage fromethnocentrism to ethnorelativism a num-ber of mechanisms and way stations aretypically identified. Toward the ethno-central pole the individual may dealwith cultural differences through denial,defense. and minimization of differ-ences. Progress toward ethnorelativismis marked by acceptance, adaptation.and integration. There are numerousother stage theories, each with its ownnomenclature.

For instance, Gerhardt Winter speaksof a stage of ecological orientation, social

orientation, emotional orientation, andpersonal orientation. Characterizing thedifferent stages in this transformationare U-curves. W-curves, .1-curves de-scribing the adjustment stages that indi-vidual sojourners are supposed to passthrough. The emphasis is heavy onchanged cognitive styles and attitudes: itis relatively light on the acquisition ofinformation.

"If there is a task to be accom-plished by participants in ex-changes, it is the general one ofadapting to cultural contrast....The overwhelming emphasison characterological growth asevidenced in most early evalu-ation studies underlines the im-portance of this presumed psy-chological change.

Also lightly touched are questionsabout whether progression to ethnorela-tivism makes one more effective in ac-,:omplishing particular tasks abroad. Arethe students who take greatest advan-tage of classroom instruction, or ad-vanced most in language learning, orwho complete assigned academic tasksthose who have most successfully madethis transformation?

If there is a task to be accomplishedby participants in exchanges, it is thegeneral one of adapting to cultural con-trast. Lack of progress through the trans-formation process is seen as a particularpathologyculture shock. Hence, al-most all study abroad orientationcourses and mid-sojourn counseling

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programs seek to provide individualswith a set of mechanisms for forestallingor recovering from culture shock. Andeven the students' reentry into the homeculture is conceptualized by studyabroad practitioners as a retracing of theentry stages and the culture shock prob-lems encountered in living abroad. Theoverwhelming emphasis on charac-terological growth as evidenced in mostearly evaluation studies underlines theimportance of this presumed psycho-logical change.

Approval

As the proceedings in many a rancor-ous divorce case will indicate, there isno necessary link between possessingimmense amounts of information, oreven empathy, and approval. How-ever, we in international studies seemto assume that there is. An examina-tion of the second part of the ETSglobal awareness study is quite reveal-ing in this regard. It was asserted thata substantial part of global awarenesswas not just factual but attitudinal. Iwant you to note that in measunne at-titudes how quickly they slid down theslippery slope to specifying favorable-ness as a necessary component ofglobal awareness.

In the global awareness survey.sixty-four items measuring attitudeswere selected from the numerous existing attitudinal scales relating to in-ternational affairs. A factor analysiswas made of student responses as towhether they agreed or disagreed witheach statement. Four factors emerged,which were labeled Chauvinism,World Government, Cooperation, andWar. It is not difficult to guess whatattitudes under these rubrics werejudged to be desirable. The conclu-

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sions, keeping in mind the authors' im-plicit judgments, are interesting:

Attitude item responses obtainedin the survey do indicate, how-ever, that sizeable proportions ofthe three student populationshave attitudes, feelings, and per-ceptions that are unenlightened orunproductive from the perspec-tive of global understanding.

The Chauvinism Scale responsesrevealed that chauvinismex-cessive patriotismis a surpns-ingly popular sentiment.

World Government Scale re-sponses revealed the generalpopularity of world government,but also showed that about two-thirds of each student group donot favor giving up inde-pendence or national autonomyto supranational authority.

War is viewed negatively in gen-eral, but exceptions occur to anappreciable extent where condi-tions that might justify war arespecified.

The Cooperation Scale includeda set of items dealing with itnmi-gration of foreign persons to, andforeign domestic investment in,the United States. The results in-dicate an alarmingly exclusion-ary attitude.

The Concern Scale tapped inter-est in international developmentsand other cultures and feelings ofempathy and kinship with peo-ples from other nations and cul-tures. Generally, about onc-thirdof the students report that thcydo not have the desired interestor feelings.

Looking back at what were definedtwenty-five years ago by a national

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committee of experts as values neces-sary for global understanding is a bitstartling. The major point being made isthat in addition to the acquisition of in-formation, the goal of most internationalstudies has an attitudinal and valuationalcomponent, and that valuation is pre-sumed to be favorableness to thingsabroad. What is here described as theConcern Scale seems close to what wasreferred to above in the discussion ofstudy abroad as ethnorelativity.

A more recent view of the easy trans-formation from empathy to favorable-ness is evident in the first draft of astatement drawn up by a committee torevise foreign language instruction inthe schools in New York State. Thedraft statement of the final benchmark tobe achieved by students by the end oftheir secondary education illustratesclearly the mix of information, empathy,and favorableness that global compe-tence is presumed to imply.

Knowledge: The student demon-strates knowledge of a variety ofaspects of the target languageculture and can reliably distin-guish between idiosyncratic andculturally authentic patterns ofbehavior.

Skills: The student interacts posi-tively in a wide variety of situ-ations with people and/or ideas(e.g. authentic vs. adapted text)from the other culture.

Attitudes: The student has thewillingness to emulate and adoptsome of the relevant behaviorsand perspectives of the targetculture.

It should also be noted that this state-ment originated with a committee whosefocus was ostensibly on foreign-language

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learning illustrating the special, andoften somewhat ambivalent, place offoreign language learning in interna-tional studies.

Foreign Language Competency

The relationship of foreign languageskills to global competence will be dis-cussed in three of the panels offered.One panel will examine the extent towhich foreiga language learning is nec-essary to global competence. Can trueglobal competence proceed without it,and if it is necessary, how much skill inhow many languages do you need to beglobally competent? I note as an asidethat the ETS global awareness surveyfound a very low correlation amongAmerican college students betweentheir performance on tests measuring theirforeign language competency andeither trans-cultural knowledge, empa-thy, or favorableness.

A second panel will be concernedwith the reverse question: how muchfactual information and empathy about acountry is necessary to achieve a mas-tery of a country's language? This iscurrently the subject of a major debatewithin the foreign language field itself,a debate that is becoming more insistentas the field begins to formulate nationalstandards for foreign language learning.

Third, a panel will examine the spe-cial case of foreign language and studyabroad, examining how much languageis necessary to cope adequately in theforeign setting, and conversely, what isthe contribution of study abroad to mas-tering a foreign language.

Task Performance

So far I have been discussing four poss:ble dimensions of global competence

knowledge, empathy, approval, and for-eign language competence. There is afifth dimension, or perhaps more appro-priately, a fifth way of looking at the is-sue that is dramatized by the question:global competence to do what? Shouldwe think of global competence as beinga rather diffuse general quality of themind like being a cultured or an edu-cated person, or should we start fromthe usage end and ask what is requiredto perform successfully a number ofspecific tasks in the international arena?

-" ...in addition to the acquisitionirf information, the goal of mostinternational studies has an atti-tudinal and valuational compo-nent, and that valuation is pre-vumed to be favorableness tothings abroad."

Is it the same thing when the tasksare as different as working in an interna-tional news network, repairing high techequipment around the world, participat-ing in international science, or manag-ing an internationally-oriented busi-ness? Is it a generalizable trait or is itspecific to particular tasks or situations?And must task-oriented competence beacquired from experience or can it betrained?

Two differeut panels in our mini-con-ference will address these issues. Thefirst will be concerned with global com-r:etence from the perspective of a num-ber of different occupations and profes-sions, and the other will examine theeducational programs preparing peopleto go into international specialties

within these occupations. Second, wemust address the question of the balancebetween a technical skill and glcbalcompetence. a question that is beingconstantly negotiated by educators andpersonnel directors as we speak.

It is instructive to look at the educa-tional implications of this question.While I do not know that anyone hasquite framed the question in the fashionwe are considering it here, there are lit-erally hundreds of experiments going onwithin corporations or in educational in-stitutions purporting to prepare peoplefor international jobs. The most notableexperiments are in business schoolswhere separate departments or majorsthat prepare students for internationalbusiness jobs have sprung up.

There are some 19 federally-fundedcenters for international business andresearch (CIBERs) spread among ourmajor universities that receive half amillion dollars per year in federal fundsunder Higher Education Act Title VI tomaintain special training programs.There are some interesting experimentsamong them, but each of them facessome basic questions. Who or what isan international business expert, andhow should such a person be trained?For instance, does it require a knowl-edge of a foreign language and depth ofexperience in one or a number of for-eign countries?

I recently had a conversation with aformer CEO of one of our leading inter-national companies who told me that hehad never mastered another language oriived for any period of time in anothercountry, yet he was constantly on theplane dealing directly with his equiva-lents in 28 other countries. I talked to aCEO of another company who viewedan initial stint in a particular countryand a mastery of its language as an inch-

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cation of a readiness to acquire a globalcompetence rather than a necessary part.

He went on to say that most of thetop management positions in his firmwent to people who, unlike him, hadserved at least one tcrm in another coun-try and had mastered its language andculture. Both, however, insisted that themost important skill was technical andthat the linguistic and cultural portionswere grafts that finished the educationratht.; than the other way around.

I have had some personal experiencewith this question of the nature of thespecificity of training or experience fortask oriented global competence when Iparticipated in a pioneer training pro-gram established precisely to invent theappropriate mix of technical skills andglobal competence.

Several years ago, before I retiredfrom the University of Pennsylvania, Itaught in the Wharton School's LauderInstitute of International Management.During the first summer in that training,the students all took an integrated set ofthree courses on economics, sociologyand political science. I taught the sociol-ogy course. At the end of this course se-quence, the students were able to graspand reproduce some of thc essence ofthese disciplines.

However, throughout the course I

faced the question of how to present aspecifically global orientation to the in-struction. Should the information I pre-sented be chosen exclusively from inter-national examples? Should I try to pro-mote empathy, that is, get them to secmatters in general, or specifically busi-ness problems from the perspective ofvarious different societies? I gave up asimpossible the notion that 1 should try toget them to like other societies.

I taught that course for three years andnever created a mix that satisfied me. I

14

should also report that perhaps I shouldhave not even bothered to try. Twoyears later, after they had had two in-ternships abroad and shown mastery of aforeign language, my co-teacher, aWharton professor specializing in inter-national marketing, taught the samegroup of students in a semester-longcapstone seminar. By that time, the gen-eralized international competence we onthe liberal arts side had tried to providehad been almost totally displaced, and therather substantial language competencethey had acquired was largely irrelevant totheir future careers.

The result of two years' intensivebusiness training had brought the stu-dents to a clearly defined, coherent, andto them intellectually satisfying businessschool way of viewing the world. Thethin patina of liberal arts global compe-tence provided in the introductory socialscience courses, and in a full-scale par-allel M.A. program in international stud-ies the students were required to take.was viewed by the students as funda-mentally irrelevant to their future ca-reers. Clearly, the dominant gene in thehybrid, the business perspective, had al-most totally overpowered the more dif-fuse liberal arts; task orientation hadwon out over generalized internationalinformation and empathy.

I have heard recent stories from engi-neering schools and other schools train-ing for applied specialties. I take this tomean that we have not yet resolved thequestion of how to prepare people for in-ternational tasks, and more generally.what a global competence means interms of specific tasks that need to beperformed.

think I have now said enough tostart us off. Thank you for listening, andonce again, welcome.

/5

Svie

Richard Riley, U.S. Secretary of Education,emphasized that AffteriMILt ITIUM become moreengaged in the world and meet "globalt hallenges."

It is with great pleasure that I amhere with you to honor the 4fithInternational Conference on Edu-cational Exchange.

Before making a few remarks, pleaseallow me to congratulate three of yourdistinguished leaders:

Robert Woodbury, Chairman of theBoard of the Council on InternationalEducational Exchange

Jack Egle, President and ExecutiveDirector of CIEE; and

Richard Lambert, Chairman of the46th International Conference.

Their work and your work in pro-moting international exchange providesthousands of Americans, and studentsfrom other lands, with unique experi-ences. Today's front-page story in thc

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Washington Post about American ex-change students in Moscow who are de-termined to "loosen up" their Russiancounterparts is surely a statement thatinternational enhanges are two-waystreets. The American students wereconcerned that the Russian studentswere too serioustoo much into home-work. I hope the Russian students influ-enced our students to get more serious.

In today's shrinking world, realglobal understanding is an importantelement in making sure that Americadoes not, once again, take an isolation-ist turn.

As the president suggested in his re-marks last Friday in Boston about pass-ing NAFTA, the test for this generationof Americans is precisely to engage theworld fully and fight against the historicAmerican tendency to turn inward. Thiseffort happens against a perplexingbackdrop.

On the onc hand, our young peopleare increasingly aware that there is aworld out there that matters and thattouches their lives. The music they lis-ten to, their increasing global environ-mental sensitivity, and their strongcommitment to human rights arc all in-dications that they know the world be-yond America matters to them. All thisis to the good.

At the same time, however, ouryoung people, like so many Americans,have a tendency to expect the world tocome to us on our terms rather than usmeeting other cultures halfway. Wewant the rest of the world, for example,to learn English so that we can under-stand them betterwhich explains theextraordinarily low number of Ameri-cans who understand and/or spcak aforeign language.

So, when we introduced thc ClintonGoals 2000: Educate America Act in

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Congress, we added foreign languageand the arts to the academic skills thatwe need to develop in America. And,what better way is there to become com-petent in a foreign language, a differentculture, and the arts than through an edu-cational exchange program?

I am also delighted to see that you aremaking a concerted effort to extend edu-cational exchange beyond the traditionalEuropean destinations to include newopportunities in Asia, Africa, and LatinAmerica.

In that regard, the Department ofEducation has a long history of develop-ing international competence in lesserspoken languages through programs likeTitle VI of the Higher Education Actand Section 102 (b) 6 of the Fulbright-Hays Act.

The Fund for the Improvement ofPost Secondary Education, FIPSE as itis called, has also been authorized to de-velop international programs. We hopeto expand its pilot exchange program toMexico and possibly Latin Americanext year.

I also want to acknowledge yourstrong effort to incre= participation bygroups that historically have been underrep-resented in foreign exchange programs.

As we see every night on the eveningnews, the United States is engaged over-seas from Somalia to Haiti to South Af-rica. We need Americans of every eth-nic and racial background aware of andinvolved in understanding America'splace in the world.

Congress has set aside $1 million tocreate an Institute for International Pub-lic Policy which will be charged withthe task of opening up a new "pipeline"for graduates of Historically Black Col-leges and Universities to enter the for-eign policy arena.

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CIEE's emphasis this year on devel-oping global competence is timely andneeded. I urge you to be bold and crea-tive in your approaches. It is so consis-tent with GOALS 2000 and our otherpriorities.

Our president is only one voice in thetight to keep America from turning in-ward... and we need many voices tomake the case for an America that is en-gaged in the world... an America thatmeets the global challenges in the hereand now, and on into the 21st century.

I wish you success in the work ofyour conference and that it may producepositive and lasting results.

Thank you very much.

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Thank you for the invitation tojoin you and your board infurthering the goals of' theCouncil on International

Educational Exchange. I look forwardto pursuing the agendaboth old andnewof global competency.

Anything I say will undoubtedlyecho Dr. Lambert's summary of whatothers have discussed during the lastfew days.

Words have fashion just like designof neckties or length of skirts. "Interna-tionalintion" and "global competency"arc now in fashion and therefore asterms are at risk. But the subject is tooimportant to be surrendered to theoblivion of meaning everything and,therefore, nothing.

The purpose of this conference is todefine and to begin the process of de-veloping a new agenda. Both are neces-sary. Without clear definition therecan be no coherent list of things to bedone. You have come together to seekdefinition and to determine an agendafor action.

I am sorry I could not participate inthe discussion sessions. Commitmentsmadc some time ago prevented mefrom being here. The trip I have justcompleted was for me and the institu-tion I serve both an obligation and partof an institutional action agenda de-signed to sustain linkages with institu-tions and individuals in Southeast Asia.The trip was designed to renew stronginstitutional ties and the face-to-facecontact so vital to internationalizingeducation.

In the last two weeks I met with anumber of university and governmentofficials; delivered a commencementaddress and gave two formal lectureson university campuses; engaged in

Charles J. Ping, the new Chair of aEE'sBoard of Directors, addressed the closingplenary.

negotiations for two contracts; and at-tended alumni dinners in Kuala Lum-pur, Singapore, and Jakarta. Eventhough I missed most of the discussionsof this conference, I did act on its

agenda.

One of the problems of discussionsat professional meetings is that we fre-quently find ourselves talking to thesame people over and over again andthus do little more than reinforce al-ready firmly in-place convictions. Theold cliché "preaching to the choir" ismisleading as anyone who has everworked with a choir can testify. It istough to preach to the choir at all.

Soren Kierkegaard described for thegood Lutheran society of his day thisdifficulty as the task of seeking to be-come a Christian in the midst of Chris-tendom, that is, a society of believerswho assume they are what they only, lie

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argued, constantly seek to become. Sotoo with internationalists.

It is particularly difficult to build anagenda because agendas deal not withanalysis or discussion but with a list ofthings to be done. Action is difficult foreducational institutions, particularlywhen the action involves change, be-cause of two basic characteristics of uni-versities and colleges: for all theirvaunted liberalism, universities tend tobe very conservative institutions and, asFrederick Rudolph insists in his historyof American colleges, they are morechanged than changing.

In an essay offering advice to youngacademics at the turn of the century, theCambridge University classicist F.M.Cornford wrote about this resistance.Cambridge was stirring with responsesto the modern world, yet Cornford in-sisted, "Nothing is ever done untileveryone is convinced that it ought tobe done, and has been convinced for solong that it is now time to do somethingelse." This internal conservative mindsetof universities contrasts with a ready ac-ceptance by faculty of the need tochange other institutions in society.

Accordingly, the forces that move auniversity come more from without thanfrom within the university. The expecta-tions that give rise to a definition of mis-sion come from various sources; fromgovernment determination, as in theMorrill Land-Grant Act of the nine-teenth century; from the enticements offunding, as in the development of the re-search university in the second half ofthe twentieth century; or from the inter-ests of students as illustrated by thesteadily increasing number of careermajors in university curricula. In all in-stances, expectations dictated change.

Abraham Flexner in the 1930s de-scribed the emerging idea of a modern

university as being "...not outside but in-side the general social fabric of a givenera. It is not something apart, somethinghistoric, something that yields as little aspossible to forces and influences that aremore or less new. [The university] is onthe contrary... an expression of the age,as well as an influence operating uponboth present and future." In contrast toNewman's idea of the university,Flexner's modern university is, to para-phrase his words, consciously devotedto discovering new knowledge, to solv-ing problems, to addressing the needs ofsociety, to producing highly educatedgraduates.

But Flexner's vision could not antici-pate the world that was to come in thenext few decades. The university in theclosing years of the twentieth century isgrappling with the consequences of anexpansion of the idea of the universityin response to forces that are more orless new. The latest idea holds that uni-versity education is an ongoing proc-ess as much as a confined period oflife, that university education is lessplacebound than ever before, that theuniversity is an expression of a newage of global interaction.

Forces and influences that are moreor less new are reshaping the contempo-rary university. The university is influ-enced and reshaped even as our worldhas been forever changed by the com-pression of distances, by the volume andrapidity of communications, by thegrowing participation of a common de-pendence upon a fragile environment ofa very small planet, and by the desperatesearch for new ways to order dealings ofpeoples and nations with each other.

Universities are not something out-side this new world; they are part of thisgeneral social change. They are, asFlexner noted, an expression of the age.

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Accordingly, to respond to the presentera, universities must move beyond theparochial, thc provincial, the ideologiesof perspectives and understandings, andin their teaching and research universi-ties must respond to the new globalchallenge.

Universities can and should contrib-ute to the resolving of conflicts, born ofracial and ethnic and national traditionsby drawing people together in experi-encing and appreciating differences. Ourfragile, shared environment can andshould be in the forefront of the univer-sity's search for ways to modify the useof the planet, to change our industry, todevelop new technologies, and, mostimportantly, to alter our all-too-humanpattern of abuse of our environment andof each other.

Institutions are striving to respond ina variety of ways. The altering of curric-ula to multicultural perspectives of dif-ferences is an insistent theme of contem-porary educational debate. The encour-agement of the movement of studentsand faculty across national boundariesmaking the educational experience lessplacebound, a basic and historic missionof the Council on International Educa-tional Exchange, is a critical element inthe internationalizing of contemporaryuniversities. Competencies in languages,the ability to be able to use languages, isa long-overdue corrective.

Adult and continuing education, ex-ecutive training programs, ongoing pro-fessional education are moving from thefringcs of university life closer to thecenter of university activity and thus of-fer important new student populations toserve. These populations bring an accep-tance of the importance of functioningwell in a variety of cultures which re-flects an era of cosmopolitanism inwhich business people and others are at

home in many countries. Finally, thelinking of researchers, teachers, andstudents through the communicationsrevolutionthe possibility of almostimmediately sharing a variety of top-ics and research resultsproduces thepossibility of a broad universe of schol-arly discourse.

The key to making the new agenda alist of things that will be done lies in rein-forcing and strengthening these efforts.

The possibility of the university ab-sorbing such a change is dramaticallyenhanced by the freeing of the univer-sity from being a place. People, spokenand written words, sounds, visual ini-

" Only wizen differences...arethe subject of curiosity and in-terest rather than antagonismand fear will we he able to putaside intolerance and bigotryand violence.

ages, information, and data systems arenot limited by place as they have been inthe past. The movement of people, im-ages, words, data is immediate. Asnever before, we can encounter diversityand difference daily.

We are different; we are many. Thishas always been true, but now we are in-teractive and interdependent as neverbefore. Differences themselves shouldbe emphasized to create the richness, thelimitless potential of being human, acondition which contrasts sharply withthe limits of the development of thenatural environment. We can never fullyexhaust this richness, even as we cannever fully escape the fact that we as

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particular human beings are limited,formed by a given cultural tradition andby our own times. But, with this newworld, we can learn to expand our un-derstanding, our appreciation, our ac-ceptance of a pluralistic world of peo-ples and cultures.

The world is richer and far more in-teresting as the product of these differ-ences. The closeness of interaction inthis world, however, becomes dangerouswhen the concepts of the self or tastes inmusic or religious, cultural, or ethnicdifferences are equated with truth orbeauty or worth. Only when differences,as one commentator noted recently, arcthe subject of curiosity and interestrather than antagonism and fear will webe able to put aside intolerance and big-otry and violence. Only when racial,gender, ethnic, political, cultural, and re-ligious differences are understood andaccepted as subjects for serious scholar-ship and empathetic teaching will uni-versities be an effective expression ofthis age and a redeeming force, again tocite Flexner, "operating upon both pre-sent and future."

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